摘要
随着在线教学的普及应用,教学性存在成为当前教育研究的热点。教学性存在是教师在线教学支持行为的总称,决定着在线教学的质量。目前研究者对教学性存在的测量框架还未达成一致结论。据此,本研究基于探究社区理论和已有研究,构建了教学性存在测量框架,并运用调查法对教学性存在测量框架进行验证。本研究以参与在线学习的大学生为样本,收集到有效问卷408份,采用探索性因子分析和验证性因子分析的方法对问卷数据进行统计分析。在探索性因子分析阶段,本研究抽取了设计与组织、促进对话、直接教学、评价和技术支持五个因子;验证性因子分析结果显示该一阶五因子相关模型的适配性较好,与实验数据能较好的拟合。研究提出的教学性存在测量框架鉴别性和一致性良好,能为网络探究社区中教师教学性存在的测量提供工具支持,为教师的在线教学实践提供指导。
With the popularization and application of online teaching,the teaching presence has become a hotspot of current research.Teaching presence is the general term of teachers'online teaching support behavior,which determines the quality of online teaching.At present,there is no consensus on the measurement framework of online teaching.Based on the theory of Community of Inquiry and related studies,this paper designed a measurement framework of online teaching presence and examined its validity through investigation.In this study,four hundred and eight valid questionnaires were collected from college students who participated in online learning,and the data were analyzed with exploratory factor analysis and confirmatory factor analysis.In the exploratory factor analysis,five factors were extracted,including design and organization,facilitating discourse,direct instruction,evaluation,and technical support.The results of the confirmatory factor analysis showed that the first-order five factors had good model fitness and found to be matched with the experimental data.The framework of teaching presence measurement proposed in the study could provide tool support for the measurement of teaching presence in the community of inquiry,and provide guidance for teachers'online teaching practice.
作者
王洋
刘清堂
杨海茹
何浩怡
吴林静
WANG Yang;LIU Qingtang;David Stein;YANG Hairu;HE Haoyi;WU Linjing(School of Educational Information Technology,Central China Normal University/Hubei Research Center on Informationixation in Education,Wuhan 430079,China;College of Education and Human Ecology,Ohio State University,Ohio State 43210,U.S.A.)
出处
《开放教育研究》
CSSCI
北大核心
2019年第6期103-111,共9页
Open Education Research
基金
国家自然科学基金项目“网络学习资源深度聚合及个性化服务机制研究”(71704062)
教育部-中国移动科研基金项目“信息技术支持下的区域教研模式研究及试点”(MCM20170502)
华中师范大学优秀博士论文培育计划“中美在线教育中教师教学存在对学生学习的作用研究”(2018YBZZ038)
关键词
教学性存在
测量框架
网络探究社区
因子分析
teaching presence
measurement framework
community of inquiry
factor analysis
